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![Page 1: Graduate School of Education Leading, Learning, Life Changing Evolving Oregon Educational Policy Pat Burk, Ph.D. Department of Educational Leadership and.](https://reader035.fdocuments.net/reader035/viewer/2022062401/5a4d1b8e7f8b9ab0599c0242/html5/thumbnails/1.jpg)
Graduate School of Education Leading, Learning, Life Changing
Evolving Oregon Educational Policy
Pat Burk, Ph.D.Department of Educational Leadership and
Policy
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Graduate School of Education Leading, Learning, Life Changing
Who are Oregon Students?
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Graduate School of Education Leading, Learning, Life Changing
Oregon’s Student Population
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Graduate School of Education Leading, Learning, Life Changing
October 1 K-12 Student Population
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Graduate School of Education Leading, Learning, Life Changing
Linguistic Diversity• 55,402 students in 2012-13 reported a language of
origin other than English
• 2770 teachers needed at a 1:20 ratio
• 9.6% of enrollment
• 38+ languages reported make up 96.5% of all EL
• Spanish (76.63%); Russian (3.53%), Vietnamese (2.95%), Chinese (1.67%) Somali (1.24%)
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Graduate School of Education Leading, Learning, Life Changing
Age Distribution: Oregon, 2006
0100200300400500600700
Thou
sand
s Less than 55 to 1718 to 2930 to 3940 to 4950 to 6465 +
Pew Hispanic Center
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Graduate School of Education Leading, Learning, Life Changing
Students with Disabilities
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Graduate School of Education Leading, Learning, Life Changing
Students with Disabilities
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Graduate School of Education Leading, Learning, Life Changing
Students with Disabilities
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Graduate School of Education Leading, Learning, Life Changing
Eligible for Free and Reduced Price Lunch
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Graduate School of Education Leading, Learning, Life Changing
Homeless Youth in Oregon K-12
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Graduate School of Education Leading, Learning, Life Changing
Homeless Youth in Oregon K-12
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Graduate School of Education Leading, Learning, Life Changing
Who Teaches Our Students?
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Graduate School of Education Leading, Learning, Life Changing
Teacher and Student Diversity
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Graduate School of Education Leading, Learning, Life Changing
Teacher and Student Diversity
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Graduate School of Education Leading, Learning, Life Changing
When and Where is School?
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Graduate School of Education Leading, Learning, Life Changing
Oregon School Districts by Size
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Graduate School of Education Leading, Learning, Life Changing
Growth of Charter Schools in Oregon
In the 2012-13 school year, there were 123 charter schools (up from 115 in 2011-12, 108 in 2010-11 and 100 in 2009-10.
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Graduate School of Education Leading, Learning, Life Changing
Impact of Technology•Access to Online Schools and Courses is expanding rapidly at the K-12 Level.•Access to rigorous content•Stand alone courses or supplements to core•Bends the concepts of teacher, school and time.•Social Networking and rapid exchange of information•Policy challenge: control it or use it?
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Graduate School of Education Leading, Learning, Life Changing
How are the Students Doing?
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Graduate School of Education Leading, Learning, Life Changing
Students Meeting State Standards-2012-13
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Graduate School of Education Leading, Learning, Life Changing
High School Graduation Rate, 2012-13
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Graduate School of Education Leading, Learning, Life Changing
Graduation Rate by Race/Ethnicity
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Graduate School of Education Leading, Learning, Life Changing
High School Cohort: 2008-09 to 2011-12
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Graduate School of Education Leading, Learning, Life Changing
Post-Secondary Linked to K-12 as an Educational Enterprise
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Graduate School of Education Leading, Learning, Life Changing
Six-Year Graduation Rate
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Graduate School of Education Leading, Learning, Life Changing
Degrees Awarded by Gender and Race
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Graduate School of Education Leading, Learning, Life ChangingChanging Policy
Landscape
•Additional required credits in Mathematics and Science
•Floor of Algebra I
•Required Evidence of Proficiency in Essential Skills
•Science must include inquiry and at least two with laboratory experience
•Personalized education
•Credit through demonstrated proficiency and proficiency-based instruction
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Graduate School of Education Leading, Learning, Life Changing
The New Oregon Diploma
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Graduate School of Education Leading, Learning, Life Changing
Essential Skills Added to Requirements
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Graduate School of Education Leading, Learning, Life Changing
How Do Students Demonstrate Proficiency?
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Graduate School of Education Leading, Learning, Life ChangingChanging Policy
LandscapeFederal Policy•All states focus on preparing “college and career ready” graduates
•National Common Core Standards and Assessments
•New Assessment Systems based upon growth over time
•Teacher and administrator evaluations include evidence of student growth
•Reward excellence and aggressively intervene around school improvement
•Promote a culture of college readiness and support
•Race to the Top Grants
•Turnaround Strategies and Innovation grants
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Graduate School of Education Leading, Learning, Life Changing
3 5 8 10 12
The Essential ShiftFocus on Proficiency for All Students
•Student learning outcomes are assumed to follow a “normal” distribution.•It is expected that some will excel, some will fail and most will be in the middle.•The impact of demographic variables explains and limits student achievement
•Student learning outcomes are the result of time, effort and appropriate opportunities to learn•It is expected that ALL students can and will learn at a high level.•The impact of demographic variables is to help identify goals and to target appropriate instructional strategies
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Graduate School of Education Leading, Learning, Life Changing
The Challenge• We are asking our educational systems to
accomplish something they have never accomplished before.– Technical change: knowledge is readily
available– Adaptive Challenge: requires significant
new knowledge and experimentation• Commit to the goal• Admit that we do not know everything• Form Learning Communities
See Ron Heifetz, Leadership on the Line
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Graduate School of Education Leading, Learning, Life ChangingChanging Policy
Landscape•Governor Kitzhaber’s Executive Order creating the Oregon Investment Team and initiating PK-20 integrated governance structure
•Expectation that the educational system will be more fluid and based on proficiency, not seat time
•Creation of a single state board of education and elimination of the elected position of Superintendent of Public Instruction
•Focus is on meeting the state’s “40-40-20” goals of a rigorous diploma and post-secondary readiness for all graduates.
•Attainment of the diploma means guaranteed entry into the OUS system
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Oregon Restructured• Budget and revised revenue forecast. Approved $5.577B +$100M from Education
Stability Fund; total $5.7B. $1B short of Essential Budget Level. $3.04 Billion short of Quality Education Model
• SB253-Established 40-40-20 state education goal by 2025• SB909-Governor’s restructuring plan—Oregon Education Investment Board• SB242-Creates the Higher Education Coordinating Commission• SB552/HB2934-Created an appointed State Superintendent of Public Instruction to
be known as the Chief Education Officer• SB290 Alter teacher and principal evaluation process-core teacher standards-
multiple performance measures• SB252-collaboration fund to support redesign of professional development• HB3418-Task Force on Higher Education Student and Institutional Success• HB3619 (Feb. 2010) -Support a System for Professional Development throughout a
professional’s career phases• “Florida Bills” teacher evaluation, mandatory retention, relaxed licensure• SB1581 (February, 2012) Creates Achievement Compacts• HB4165 (February, 2012) Creates Early Learning Council and abolishes the Oregon
Commission on Children and Families and regional commissions
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Structure of Governance
US Constitution
Oregon LegislatureOregon Revised Statutes
State Board of Education
Oregon Administrative Rules
State Board of Higher Education
Oregon Administrative Rules
Oregon Department of Education
Superintendent of Public Instruction Susan Castillo
Oregon University System
Chancellor George Pernsteiner
Department of Community Colleges and Workforce
DevelopmentCommissioner Cam Preus
197 Local School Boards 4 Regional Campuses
PresidentsWOU, SOU, EOU, OIT
3 Large Campuses Presidents
UO, OSU, PSU20 ESD Boards
17 Community College Presidents
and Boards
House Education Committee
Senate Education and Workforce Development Committee
Ways and Means Committee
Higher Ed Subcommittee
Youth Corrections, Special Schools, Early Childhood, Long Term Care and Treatment
Office of the GovernorGov. John Kitzhaber
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Graduate School of Education Leading, Learning, Life Changing
Oregon Education Investment Boardwww.education.orgeon.gov
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Graduate School of Education Leading, Learning, Life Changing
Oregon accountability systemWaiver from certain NCLB provisions filed in January, approved on July 18, 2012. Achievement compacts are the anchor for the accountability system: • At a district level • About support, collective impact and prioritizing
investments • A system to set goals and incentivize annual
progress, aligned with 40/40/20• Achievement compacts are high level snapshots,
not the only tool in Oregon’s accountability system.
http://www.ode.state.or.us/search/page/?id=3475
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Graduate School of Education Leading, Learning, Life Changing
THE OREGON MATRIX MODEL FOR EVALUATION
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Achievement Compact
Student-level data
Priority/Focus/Model Designation
School & District Report CardPolicymakers -- State & District
Guide budget & policy setting at state & local
level to improve
achievement
Parents & Public
Provide ratings &
information about
school & district quality
Focus state & district school improvement
efforts. Inform teaching & learning
Educators & Community
Students, Families, & Teachers
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Graduate School of Education Leading, Learning, Life Changing
Changing Policy LandscapeKey Shifts:• College-ready is the new target, not grade level benchmarks. • Cradle-to-Career system alignment• Focus on system goals and outcomes• Rigorous content for all students and required evidence of
student growth• Institutional boundaries are blurred between PK-12 and
higher education and community• Focus on evidence of proficiency• Equity issues of race, language, poverty, gender, ability,
culture must be addressed• Data-driven decision making and measures of quality; what is
the evidence?
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Graduate School of Education Leading, Learning, Life Changing
The Debate Continues• Completing the “Three Session Strategy:” Restructure, Restore,
Refinance• Who’s in charge here? OEIB? State Board? HECC? Local Boards?• Regional Service Delivery Models
• Early Learning Hubs• STEM Hubs• Professional Development Networks• Regional Achievement Collaboratives• Eastern Promise Expansion• TeachOregon-Oregon Network for Quality Teaching and Learning
• Emerging role of the Higher Education Coordinating Commission linking Community Colleges and OUS• Independent University Boards of Directors
• Kindergarten Readiness, Full-Day Kgn, expand early learning• Revisions of the Minority Teacher Act• Tax Reform: Did someone say “sales tax?”
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Graduate School of Education Leading, Learning, Life Changing
Final Thoughts• Prepare for diversity
– Multiple strategies– Culturally competent instruction and
content– Celebrate differences in students
• Work Collaboratively• Focus on evidence and proficiency• Commit to life-long learning• Stay connected to the profession